Urj project approach
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Slides from presentation to help early childhood educators use the resources of the Illinois Early Learning Project to implement the Project Approach in their classrooms and programs.
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Urj project approach
- 1. Fill out the tally survey. Add ideas to our KWL.
- 2. Rebecca Swartz, Early Learning Specialist Early Care and Parenting Collaborative
- 3. Who is learning with us today? What experiences have they had? What topics are meaningful? Adult learning about Project work should PARALELL the way that we want children to learn through Projects.
- 5. IEL Project • Funded by the Illinois State Board of Education • Support teachers and families of young children • Focus on Illinois, but have an international audience
- 7. Where do you begin? Resources Search Box Target Audience Popular Resources
- 11. Videos • Benchmark • Parenting • Guidelines http://illinoisearlylearning.org/videos/tower.htm
- 12. Illinois Early Learning Moments • Focus on Approaches to Learning • Currently 2 available • Persistence, Effort & Attentiveness • Problem-Solving • Uses videos of infant- toddler classrooms to demonstrate strategies caregivers used to support children’s development • Offers suggestions for creating supportive environments • Offers a series of questions to help quickly assess your environment and interactions • http://illinoisearlylearning.org/moments/pea.htm • http://illinoisearlylearning.org/moments/problem- solving.htm
- 16. • What are Projects? • Why incorporate Projects? • What resources are on Illinois Projects in Practice and the Illinois Early Learning Project website to support Project Work
- 17. An extended, firsthand, in-depth investigation of a topic undertaken by a class, a group of children, or an individual child in an early childhood classroom or at home. Projects involve young children in conducting child-initiated research on phenomena and events worth learning about in their own environments.
- 18. Develop Dispositions Habits of mind as distinguished, or distinct from, knowledge and skills, which may include such intellectual dispositions as the disposition to make sense of experience; to theorize, analyze, hypothesize, predict, persist in seeking and sharing information and solutions to problems; and to speculate about cause-effect relationships.
- 19. • Phase 1: Defining investigation, summarizing what is known, formulating questions, representing prior experiences • Phase 2: Fieldwork, collecting data, answering questions, using various media to represent growing knowledge • Phase 3: Reflecting, representing, and reporting; culminating events and documenting the process of inquiry
- 20. • Big or small topics • Long or short time span- the PROCESS of carrying out the investigation is the important focus • A topic worthy of understanding more deeply • Can be examined first hand by children • Allow children to apply their growing skills in meaningful ways • Allow children to formulate and answer questions • Are a component of the larger curriculum in the classroom/school and grow out of the children and teacher’s experience
- 22. Ideas? Plans? Questions? Wonderings? Emotions? Where as “windows and doors” that provide entry points to for Projects? What do you need to read and learn more about?
- 23. Please explore and share our resources! • Eiclearinghouse.org • Illinoisearlylearning.org • Read our e-newsletters! • Follow us on • Contact Rebecca at rswartz@illinois.edu